Slides in this set

Slide 1

Roles-Society expects those of Families, education and work are The other group didn't Vivien Sch page 1 a certain status to behave a all structures themselves and (subordinate class)-calledCulture-way of life of a particular certain way. help to structure our everyday capitalismsociety/ social group. Culture is life Ruling group- owners oflearned and shared. Gender Socialisation- the means of producing Learning to act a Theoretical perspective- looking things e.g. factories. Certain way appropriate for at a social issue through the Subordinate class didn'tSocialisation- Individuals learn the our gender. eyes of one particular types of own anything justculture of their society theorist. themselves.Primary Socialisation- During Social Structure:infancy, Children learn the language Social Stratification-the way Structural theorists- believe Marxist Sociologists see,basic norms and values from different groups in society are people are controlled by society society as based onparents and immediate family placed at different levels. conflict e.g. Karl Marx Social Action Theorists ­ Believe Believed on group hadSecondary Socialisation-Carried out by people control society power (ruling class)other institutions outside the family and Studyingcontinues through the rest of life. From Canalisation- channelling Feudalism ­ beforeTeachers, friends, media and religion. Society children to a certain types of capitalism. Two groups, toys one owned land and oneNorms-Specific rules/guides to action didn't.which define acceptable and appropriate Social class- people having Social Policy- governmentsbehaviour in particular situations the same social status response to solving social People who take part- measured by things such as problems like teenage crime ParticipantsSocial Control- Norms are enforced through occupation and income and parentingsanctions by Rewards and punishments. Population-a group ofFormal- police and informal-family and Ethnicity- the classification Structural Theorists include: people from whom theschool. of people into different sample is drawn groups that share the same Functionalist Sociologists- If the sample is repetitiveValues ­ A belief that something is good culture, history and identity see society as based on the result can beand desirable , important and worthwhile. consensus harmony and generalised. Gender- Social and cultural agreement amongst itsStatus- All members of a society are given a differences between members e.g.. Emile Random sampling-everysocial position by their culture. Some are masculinity and femininity. Durkheim member of theascribed (fixed at birth) others achieved by population has an equalthe individual. Social class- often chance of being picked. determined by occupation.…read more

Slide 2

Conflict Approach: Systematic sampling Number Sampling Techniques: Participant observation (PO)Feminism conflict theory- society is participants in sampling frame Stratified Sampling: researcher joins in a group`Patriarchal'-male dominated and then pick participants at Classifying population and participants in itsSome believe equality is now with us regular intervals. into categories-choosing activities as a full member(liberal feminists) people in those on a daily basis in order toOthers think society is still very Positive of Structural interviews- categories in the same investigate it.patriarchal (Radical Feminists) gives interviewer opportunity to proportion as they are in explain what questions mean. population. Ouvert PO- Researcher tellsFirst wave of feminism: 1900-1930 /ask interviewee to elaborate group so they're aware ofSecond wave of feminism: 1960's -1970's Quota sampling: his/her research activitiesThird wave of Feminism: 1990's onwards Negative of structural interviews- classifying population intoBelieve woman should have same status sample size quite small- categories. Asking people Covert PO- Researcher hoinsand opportunity's as men. interviews can take long time who fit in the categories in group without informing to participate. When you members of his/her Stages in the research Process: have the right number of research activities.1) Developing the aims/ hypothesis of each, stop recruiting for the research that category. Positive PO-2) Carrying out pilot studies Studying Allows researcher3) Selecting samples4) Collect Data Society Opportunity Sampling: taking the sample fro to study group in people who're available at the time the study is its normal,5) Analyse the data carried out and fit the criteria you're looking for. everyday setting-6) Evaluate the data Often used by sociologists and market less artificial researchers.Sociologists vs. Journalists Positive of group interviews- may Snowball sampling- often usedJournalists-less systematic and thorough, get more honest answers because when want to find a group of Negative PO-tight deadlines to meet, may be biased other group members can back people who have something in very timeSociologists- research is peer reviewed. them up common but may not want to be consuming Negative of Group interviews- found. Find 1 member of the group andSources of primary data: Questionnaires, unable to guarantee and ask if they know anyone else expensiveinterviews, observation confidentiality who could take part then asking forSources of Secondary data: official Longitudinal study- study of the same more people and so on.statistics, mass media, other sociologists group of people over a period of time. Pilot study-small scale trial run carried out before main Self selected/volunteer sampling: Participants research. It saves money, time and the can help see becoming part of a study because they volunteer problems for the real study to improve on. when asked /in response to an advert. Vivien Sch page 2…read more

Slide 3

Non-PO- researcher Validity- Data's valid if it Secondary Qualitative Anonymity- Participantsobserves group activities gives a true picture of what Data collected by someone names/ identities mustn'twithout taking part is being studied. else in the form of be revealed words/quotesPositives: May be less Positives: Less time Confidentiality- Participants Quantitative methods-influenced by personal consuming and lets us find responses aren't discussed easier to repeat and is seenfeelings about the group out about things we may with anyone else as more reliable.and its members other wise struggle to find. Qualitative methods- more Negative: We don't know Covert Research- TheNegatives: more difficult for how the data was collected researcher works under likely to give a true pictureresearcher to see the group and if the data was cover so participants aren't and is seen as more valid.through the eyes of its collected in the way we aware that research is beingmembers want it to. carried out. Triangulation- when more than 1 method of data is The idea of "Race" refers toSociologists taking an used. the attempt to divideinteractionist approach aremore likely to concentrate Data collected from one Studying humans according to method can check accuracy physical characteristics (skinon qualitative data and of data gained through Society colour) into different racialmore interested for another. groups. Sociologistsstudying the findings fromobservation/unstructured generally regard this as ainterviews rather pointless exercise as Response rate- how it has no value in explaining many people respond Informed consent- ResearchersSociologists taking a more human culture. This is to the need to explain exactly whatstructural view are more because human behaviour is questionnaire/survey participants will have to do in thelikely to look at quantitate largely the result of Low response rate will study so participants can agree todata fro social surveys. socialisation and cannot be make the results take part, fully informedAllowing them to compare explained purely by unrepresentative andresults between the groups biological characteristics. they cannot be Secondary Quantitativein society. Therefore sociologists use generalised. Some official statistics are more valid the term ethnicity. than others because for some thingsReliability- if the data is reliable then it can such as birth there is a legalbe repeated and consistently come up with requirement things are recorded.the same results. Whereas crime for example aren't have to be reported. Vivien Sch page 3…read more

Slide 4

1870 Education Act 1944 Butler Education Act State and Private Schools Vivien Sch Page 1·tried to unsure basic ·Aim to give all students equal ·State- non fee-payingeducation was available to chance to develop talents and approx 90% of studentsall children from ages of 5- abilities in free, state-run education, ·Private: independent11 3 stage structure created: schools, fee paying, 7% of Secondary Education·Between 1870-1944, 3 ·Primary-up to 11 included infancy students ·Children 11-16 (most havetypes of school available and junior stages 6th form-up to18)(based on social ·Secondary-11-15 (leaving age raised ·Some areas-middle·Elementary school- to 16 in 1976) schools-bridge fromworking class up to 14 (free) ·Further/Higher ­Education beyond·Free-paying grammar school leaving age Education primary- secondary: 8-12;8- 133;10-14schools-middle class, limited ·Main changes in organisation of ·Most provided by state-no. of scholarship available secondary sector comprehensives-freeto working class boys ·Aim-introduce meritocratic system·Expensive free-paying where children would receive Pre school and primarypublic schools- upper class. education based on own abilities Education Independed Sector rather than parents money. Result ·Pre-schools: children under was tripartite systems 5 includes: Schools that charge fees, ·Day nurseries: provided by made up of:Tripartite System 1965-Start of local Private schools-all that·Children testes at 11 by 11+ exam. Comprehensive System authority/voluntary/private charge feesResults of this meant children were to: ·Thought to be a good idea- ·Play groups: care and Public schools- older and·Secondary modern- general education social barriers broken down, learning (mainly 3-5 years) more famous independentfor less academic (approx. 75%) mix of abilities and ·Nursery Education: nursery secondary's e.g. Eton·Secondary Technical- practical backgrounds e.g. class, schools/ classes attached to About 7% go toeducation eg. Crafts skills (approx 5%) equal education for all primary schools (up to 5) independent·Grammar- academic education for students. ·Primary Education: Don't have to follow samemore academic (approx 20%) ·Problems- limit parental children 5-11 rules e.g. national·Marxists view as bad and unfair, still choice, academically abled ·Most provides by state curriculumgiving unequal chances students held back (could through Local Authorities Critics- children of rich·Functionalists view as good ­need a be stressed) (LA) greater advantage justway of sorting most talented for most ·Streamed-pupils put in because parents can pay.talented jobs. `streams' for all lessons ·Setting/Banding- pupils in set for 1 lesson e.g. maths…read more

Slide 5

Further and higher -Limits parental choice ·League TablesEducation -Mixed ability classes hold ·Ofsted·Education beyond some back ·Local Management ofcompulsory age of 16. -Less able students may not schools (LMS)·Can study at sixth form/ get all attention they need ·Grant maintained schools Educationcollege/skills training -Streamed classes may be (now foundation schools)courses/ apprenticeships seen to reflect social class ·City technology colleges·At 18 can study at higher differences.levels e.g. uni Marxist and Functionalist views on·All further and higher 1979- New Vocationalism Selective Role (Choosing most private education able for most important jobs)education colleges funded Introduced ·Functionalists agree with it- needby government. ·Politicians felt education ·F- All individuals have equal some way of sorting most talented chances in school career. was emphasising academic worthwhile/able into most important achievement-damaging MERITOCRATIC SYSTEM-thoseDevelopments in further jobs. who achieve highEducation economy because shortage ·Marxists disagree-unfair. Child of skilled individuals qualifications seen as most·At 16, decide whether to shouldn't receive better education just able, rewarded with high payremain in full time ·Brought in work related and because they can pay. enterprise learning at KS4 and higher status in society.education ·M- Don't think education/apprenticeship/employme ·NVQ's- train students in Role of Education in society systems offers everyonent specific jobs ·F- education plays beneficial role in equal opportunities. Design to·Government want children ·GCSE's and A-levels which society benefit more powerfulto remain in full time provide broad intro to e.g. ·M- Powerful groups in society use groups. Teachers and schoolseducation after 16 for Health and social care education to impose own beliefs reject working class childrenBritain to remain completive ·Diplomas (2008)- usually and values on rest of society. who underperform.and prosperous in a global less-academic who take Beneficial role for some groups.economy. them. 1988 education Reform Act Economic Role (teaching skills for work) Vivien SchPositives and negatives of ·Aim- introduce ·F- education prepares young people for Page 2comprehensives competition between future occupational roles. Teach the skills+Social barriers broken down schools (marketisiation of necessary for work.+More subjects and facilities education) ·M-Children from less powerful groups (i.e.available ·Hoped standards would be Working class) learns necessary skills for+Cheaper to fund and run raised. It introduced : lower-status occupations and vica versa for+Every student has equal ·SATS middle and higher classesopportunities…read more

Slide 6

Socialisation role (teaching norms and New labour 1997values) Themes were: raisingF-Trough school, young people can learn a standards, Educationcommon culture, beliefs and expectations. reducing inequality,m-see education as socialising kids into promoting diversity andaccepting values of powerful groups. choice. Reducing Class sizes Sure startSocial control (teaching acceptance of rules Less distractions Families with pre-school childrenand authority) More questions answered Activities they cannot do at home e.g. Art·F- School acts as agency of social by More time with teacher &craftsteaching rules e.g. Obedience and Students can get better gradespunctuality.·M-Social control in education system seen Faith schools Specialist schools Re curriculum may reflect faith statusas reflecting social control in wider society Receive additional funding Positive -run in the same way as state schoolswhich benefits more powerful groups. Secondary education Negative -only let in own faith, differ faith doPolitical role( teaching people to be Can fund 10% of student leans not mixeffective citizens and creating socialcohesion) Nursery Places Academies·F-People learn about society through Available to all 3-5 year olds Allowed to select part of their intakeeducation,. They accept the political Numeracy and literacy skills Thought to exclude some students who are lesssystem introduced able with special education needs·M-Only certain political ideas and Positive: parents able to workopinions tolerated. Radical ideas without paying Outstanding Academiesrejected/ridiculed ­ political ideas of School that were rated "outstanding" in OFSTEDpowerful groups can be accepted by Special measures could apply to be academiesindividuals. Take place at school when OFSTED Their money comes directly from theAlternative forms of Educational fails government, not the LA.provisions: Extra people brought in to help·Home schooling- usually carried out by Get improved school status, Free schoolsparents/professional tutors. If people wish government help extra funds New schools set up by people such asto provide different learning environment parents/charitiesfrom local schools. 24 across the country opened in September 2011 Vivien Sch Page 3 Funded directly by the government·Another form comes in the way a school'sorganised and types of values it teach. Freedom to set their own curriculum…read more